ACT to improve ICT use for learning: a synthesis of studies of teacher confidence in using ICT in two Queensland schooling systems

A review of the literature about student use of ICT and the impact of ICT use on learning reveals a complexity of rationales and terminology that underwrite ICT initiatives; various dimensions and stages of integration; inherent methodological difficulties; obstacles to integration such as teacher ICT confidence, expertise and beliefs about the potential for ICT to make a difference to student learning; teacher professional development; school technological infrastructure and support; and the need for ICT leadership (Jamieson-Proctor, Burnett, Finger, & Watson, 2006). This paper investigates the overarching research question - Are ICT initiatives having the desired impact on teaching and learning in schools? It provides a synthesis of the results of recent investigations by us in Queensland State and Catholic schools involving 2652 teachers from 168 schools across the two systems. Significant statistical findings that link teachers’ confidence in using ICT with students, to the quantity and quality of students’ use of ICT for learning are highlighted. The findings support the hypothesis that current ICT initiatives are having less than the desired result in both Queensland systems. The paper concludes with a call for Australia-wide research to unpack and address the factors, such as teacher confidence, that are currently constraining the use of ICT within Australian schooling systems

Measuring student use of ICT: a summary of findings of ICT use in Queensland Catholic schools

[Abstract]: The measurement of student learning outcomes as a result of the use of information and communication technologies (ICT) in the curriculum has become the focus of recent investigations with a view to improving teaching and learning. For example, a 2005 AARE Conference symposium provided insights into a range of current approaches for measuring ICT use in Australian schools (Fitzallen & Brown, 2006; Lloyd, 2006; Trinidad, Newhouse & Clarkson, 2006; Finger, Jamieson-Proctor, & Watson, 2006). These approaches stem from requirements for the measurement of student outcomes as a result of ICT integration, in line with recent priorities that emphasise outcomes (Andrich, 2002) and accountability (Gordon, 2002). However, researching and measuring the impact of ICT integration in schools has been found to be problematic (Cuttance, 2001). In Queensland, an instrument for measuring student use of ICT in the curriculum was developed, trialled and evaluated (Jamieson-Proctor, Watson, Finger, Grimbeek, & Burnett, 2007). This instrument has shown to be useful in measuring ICT use by students in Queensland State schools (Jamieson-Proctor & Finger, 2006; Jamieson-Proctor, Burnett, Finger & Watson, 2006). This paper summarises the findings obtained from the administration of the instrument in 130 Catholic schools in Queensland

Auditing the TPACK confidence of Australian pre-service teachers: the TPACK confidence survey (TCS)

This chapter describes the construction and validation of an instrument to measure teachers’ Technological Pedagogical Content Knowledge (TPACK). The TPACK Confidence Survey (TCS) contains scales that measure teachers’ attitudes toward using ICT; confidence to use ICT for teaching and learning tasks (TPACK); competency with ICT; Technology Knowledge (TK); and TPACK Vocational Self-efficacy. The scale measuring TPACK confidence uses the Learning With ICTs: Measuring ICT Use in the Curriculum instrument that has been evaluated and reported previously. This paper proposes that the TCS provides a valid and reliable instrument with which to audit teachers’ TPACK confidence

Auditing the ICT experiences of teacher education undergraduates

The importance of teacher education graduates having appropriate information and communication technology OCT) for learning competencies and experiences is well documented. However, without well developed processes for auditing the ICT experiences of undergraduates it should not be assumed that teachers enter their profession with the required ICT competencies to support their students' learning. This paper reports on the first phase of a project to audit the ICT experiences of teacher education undergraduates. It finds that the individual experiences of undergraduates can vary considerably depending on their choice of majors, electives or specialist teaching areas. It further finds that high percentages of students perceive themselves to have no competency with a range of ICT applications that would support the more motivational and interesting aspects of ICT integration for student learning

Measuring the use of information and communication technologies (ICTs) in the classroom

In 2003, the ICT Curriculum Integration Performance Measurement Instrument was developed from an extensive review of the contemporary international and Australian research pertaining to the definition and measurement of ICT curriculum integration in classrooms (Proctor, Watson, & Finger, 2003). The 45-item instrument that resulted was based on theories and methodologies identified by the literature review. This paper describes psychometric results from a large-scale evaluation of the instrument subsequently conducted, as recommended by Proctor, Watson and Finger (2003). The resultant 20-item, two-factor instrument, now called Learning With ICTs: Measuring ICT Use in the Curriculum is both statistically and theoretically robust. This paper should be read in association with the original paper published in Computers in the Schools (Proctor, Watson & Finger, 2003) that described in detail the theoretical framework underpinning the development of the instrument

Consistent annotation of gene expression arrays

<p>Abstract</p> <p>Background</p> <p>Gene expression arrays are valuable and widely used tools for biomedical research. Today's commercial arrays attempt to measure the expression level of all of the genes in the genome. Effectively translating the results from the microarray into a biological interpretation requires an accurate mapping between the probesets on the array and the genes that they are targeting. Although major array manufacturers provide annotations of their gene expression arrays, the methods used by various manufacturers are different and the annotations are difficult to keep up to date in the rapidly changing world of biological sequence databases.</p> <p>Results</p> <p>We have created a consistent microarray annotation protocol applicable to all of the major array manufacturers. We constantly keep our annotations updated with the latest Ensembl Gene predictions, and thus cross-referenced with a large number of external biomedical sequence database identifiers. We show that these annotations are accurate and address in detail reasons for the minority of probesets that cannot be annotated. Annotations are publicly accessible through the Ensembl Genome Browser and programmatically through the Ensembl Application Programming Interface. They are also seamlessly integrated into the BioMart data-mining tool and the biomaRt package of BioConductor.</p> <p>Conclusions</p> <p>Consistent, accurate and updated gene expression array annotations remain critical for biological research. Our annotations facilitate accurate biological interpretation of gene expression profiles.</p

Summary of the High Ice Water Content (HIWC) RADAR Flight Campaigns

NASA and the FAA conducted two flight campaigns to quantify onboard weather radar measurements with in-situ measurements of high concentrations of ice crystals found in deep convective storms. The ultimate goal of this research was to improve the understanding and develop onboard weather radar processing to detect regions of high ice water content ahead of an aircraft and enable tactical avoidance of the potentially hazardous conditions. Both High Ice Water Content (HIWC) RADAR campaigns utilized the NASA DC-8 Airborne Science Laboratory which was equipped with a Honeywell RDR-4000 weather radar and icing instruments to characterize the ice crystal clouds. The purpose of this paper is to summarize how these campaigns were conducted and highlight key results

Summary of the High Ice Water Content (HIWC) RADAR Flight Campaigns

NASA and the FAA (Federal Aviation Administration) conducted two flight campaigns to quantify onboard weather radar measurements with in-situ measurements of high concentrations of ice crystals found in deep convective storms. The ultimate goal of this research was to improve the understanding and develop onboard weather radar processing to detect regions of high ice water content ahead of an aircraft and enable tactical avoidance of the potentially hazardous conditions. Both High Ice Water Content (HIWC) RADAR campaigns utilized the NASA DC-8 Airborne Science Laboratory which was equipped with a Honeywell RDR-4000 weather radar and icing instruments to characterize the ice crystal clouds. The purpose of this paper is to summarize how these campaigns were conducted and highlight key results

Locus Reference Genomic sequences: an improved basis for describing human DNA variants

As our knowledge of the complexity of gene architecture grows, and we increase our understanding of the subtleties of gene expression, the process of accurately describing disease-causing gene variants has become increasingly problematic. In part, this is due to current reference DNA sequence formats that do not fully meet present needs. Here we present the Locus Reference Genomic (LRG) sequence format, which has been designed for the specific purpose of gene variant reporting. The format builds on the successful National Center for Biotechnology Information (NCBI) RefSeqGene project and provides a single-file record containing a uniquely stable reference DNA sequence along with all relevant transcript and protein sequences essential to the description of gene variants. In principle, LRGs can be created for any organism, not just human. In addition, we recognize the need to respect legacy numbering systems for exons and amino acids and the LRG format takes account of these. We hope that widespread adoption of LRGs - which will be created and maintained by the NCBI and the European Bioinformatics Institute (EBI) - along with consistent use of the Human Genome Variation Society (HGVS)-approved variant nomenclature will reduce errors in the reporting of variants in the literature and improve communication about variants affecting human health. Further information can be found on the LRG web site: http://www.lrg-sequence.org